Reading and Analyzing Text Reading and Analyzing Text

Grade 5, Unit 5 Benchmark test

Name Date Reading and Analyzing Text Reading and Analyzing Text

Read the passages “A New Fan” and “Bon Appetit” before answering Numbers 1 through 7. A New Fan “But Mom!” Susie Chang knew her mother hated it whenever she whined, but she continued anyway. “Honey,” said Susie’s mother, stretching her lips across her teeth as she applied a coat of Blushing Burgundy lipstick, “don’t you have some guests to attend to?” “We’re making bracelets and anklets, and they’re fine.” “That’s wonderful. How do I look?” Susie’s mother, dressed in a shimmering emerald green evening gown, struck a model’s pose. “Like a traitor,” Susie pouted. “When I organized this slumber party, you said you were going to be home.” At the last minute, Susie’s mother had been invited to host an important charity function in the city with her dad. “We won’t be getting home all that late. And don’t worry. Nai Nai will be right here all evening long.” Susie’s face darkened visibly. Not one of her friends referred to their grandmother as Nai Nai, and none of them had a grandmother who lived with them either. Susie’s grandmother had moved into the house about six months ago from Minneapolis, where she had lived with Susie’s Ye Ye, or Grandpa Joe. When Ye Ye died, Nai Nai had relocated and was living with Susie’s family. Though Susie hardly knew her, she was confident that no one else had a grandmother quite like Nai Nai. After her mother’s elegant departure, Susie rejoined her company downstairs in the living room, where they were twisting embroidery threads into colorful bracelets, anklets, and other accessories. Nai Nai was sitting in the corner, playing a game of solitaire in the glow of a fringed floor lamp, with a delicate pair of half-moon spectacles sitting primly on the bridge of her nose. “I sure wish my grandma would, like, go to the veranda, or something,” Susie muttered under her breath to Anna, whom she’d known since kindergarten. Shocked, Anna turned to look at Nai Nai. “Why?” “Talk about invading my personal space.” Susie stole a glance at the corner. Nai Nai was wearing one of those dresses made of a shiny satin fabric that fastened at the neck. Why couldn’t she just wear jeans, or a tracksuit, like any normal grandmother? “Chill out, Susie,” said Hillary, whom Susie had met the year before playing youth basketball. “It’s 90 degrees outside—just enjoy the air conditioning.”

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Nai Nai nodded at Susie then abruptly frowned in the direction of the sofa. “Not feeling so good?” Susie turned to see Greta, her best friend, lying across half the couch, holding a cushion to her forehead. “It’s just a really bad headache,” moaned Greta. “And it’s my own fault—I was reading without my glasses.” Without a word, Nai Nai scurried to the kitchen, quickly returning with a cup of steaming liquid. “Herbal tea,” said Nai Nai. “It has hibiscus blossom and honey. It’s good for treating a headache,” she explained, sitting next to Greta. And then, the lights went out. With a single voice, everyone screamed. Anna yelled, “Flashlights!” “They’re in the kitchen!” said Susie, fumbling her way to the adjoining room. “Oh, I can’t believe it—this is the unluckiest slumber party ever!” Her friends were stumbling along behind her, each girl holding on to the one in front, like boxcars in a railroad train. “No, it’s not,” giggled Greta. “It’s awesome!” Susie peered out the kitchen window, noticing that her neighbors’ homes—and the streetlights—had also gone dark. “The power’s gone out on the entire street—super. Here, have a flashlight.” “You call these flashlights?” Anna laughed. Two puny beams of light struggled to penetrate the blackness. “You know what’s worse than no light?” Becca asked through the darkness. “No air conditioning!” The girls all groaned their agreement. Then a sound made them swivel around and gaze toward the fireplace at the back of the room. On the mantle, a little flame appeared, then another and another, until a row of light danced across the mantle. Nai Nai had set up the candles and lit them one by one. “Oooh,” the girls marveled in unison. They moved toward the fireplace as if drawn by an unseen magnet. Then they arranged themselves around the hearth and admired the flickering lights. “My candle collection was packed away,” said Nai Nai. “Now we get to put it to good use.” She picked up a slender candle and used it to help light her way out of the living room. “Your grandmother is so awesome,” said Hillary. “And so is this party!” Julie added. “Hey, you know, I bet if we stay really still, we won’t be so hot.” As if on cue, Nai Nai returned and began passing out small solid

Name Date Reading and Analyzing Text

objects from a bulky plastic bag. Initially confused, the girls examined the items in the flickering light. “I know!” Greta yelled. With a flap, she shook open what was suddenly a semi- circular fan. Nai Nai had handed one to each girl. As the girls batted the fans at themselves and each other, they admired the patterns painted on them—cypress trees, cherry blossoms, and buffaloes. As she waved her fan, Susie’s tension let go in the comforting atmosphere of the candlelight. It was funny how here, in the darkness, she could see Nai Nai more clearly than ever before.

Name Date Reading and Analyzing Text Bon Appétit! “How long was I supposed to let the pasta cook?” I mumbled to myself, as I gave the marinara sauce a quick stir with the wooden spoon and peeked under the lid of the steamer to see if the green beans looked ready. They did: far, far too ready. In fact, they resembled limp, olive-colored shoe laces more than the bright, crisp green vegetables I had been aiming for. There was no time to despair though. Just as I seized a pair of oven mitts and lifted the steamer into the sink to cool, the pasta water rose up and spilled over the lip of the pot, hissing at me as it hit the stovetop. Quickly, I turned the burner off and seized the pot in my oven mitts. So far, cooking a meal for my family had been one massive juggling act, and I felt like I was dropping balls right and left. I sighed. At least my marinara sauce, made from scratch and bubbling gently in the saucepan, looked more than edible—perfect even—just as I had hoped. It better be perfect, I thought, after I had spent all afternoon chopping onions, basil leaves and garlic—so much garlic. The kitchen door swung open, and my older sister Sara waltzed in. “Okay, Evan, the table is all set, Gran and Grandpa are here, and everyone is just sitting down at the table. Is there anything else I can do to help?” she asked. I was still standing and holding the pot in my oven mitts. “Um, I forgot to put a colander in the sink to drain the pasta water. Can you grab one?” “Of course,” Sara agreed. “And then I’ll just carry the beans out to the table, okay?” “Thanks,” I said, heaving a sigh of relief. “I’ll be right behind you with the pasta and marinara sauce.” A few minutes later, I was proudly ladling piping-hot red sauce over heaps of penne pasta on my family members’ dinner plates. Overcooked beans aside, I couldn’t wait for everyone to taste my homemade tomato sauce. “Evan, you have outdone yourself, truly,” Gran exclaimed. “This looks wonderful!” she said, as I passed her a full, steaming plate. “It smells very garlicky, not to mention delicious!” my mom said. “Well, garlic is one of the main ingredients in the sauce,” I replied, and then I announced proudly, “Bon appétit, everyone!” Instead of digging into my own dish, I watched my family dig into theirs. Even though cooking the meal had been a hectic experience, it was the moment when everyone praised the perfection of my sauce that I had been imagining all day. Grandpa reacted first, just not in the way I had expected. “Uhh-UM,” he gargled, barely managing to swallow his mouthful of pasta. From across the table, Sara looked as though she had bit into a lemon.

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“Oh no! What’s the matter?” I groaned. “Um, Evan, how much garlic did the sauce recipe call for?” Mom asked gently. “Three to four cloves,” I replied. I was totally confused; I had followed the recipe exactly. “Evan, is there a chance you might have used three bulbs of garlic instead of just three small cloves?” Dad asked. “You mean . . . a bulb of garlic is made up of many cloves, and I was just supposed to use three of those smaller pieces?” I didn’t even need to phrase it as a question. As soon the words tumbled out of my mouth, I knew the answer. I buried my face in my hands, mumbling, “I’m so sorry, everyone. I just wanted this meal to be perfect.” “Honey,” my mom said, “I know how disappointed and embarrassed you are, but the look on your Grandpa’s face . . .” she giggled. “Did I ever tell you about the time I was making a new beef recipe called ‘Coffee Roast’? The recipe called for one cup of coffee. So I opened a bag of coffee beans, ground up a cup’s worth, poured the fresh grounds all over that roast, and stuck it in the oven. Suffice to say, your dad and I were picking coffee grounds out of our teeth for days.” Despite my misery, I couldn’t help but join my family in laughing—Mom laughing harder than any of us. “The first time I made a pot of chili,” Grandpa boomed, “I didn’t know there was a difference between chili powder and cayenne pepper. Well, there is. I dumped loads of cayenne pepper into that pot of chili, and as a result, we were breathing fire for days. It was so spicy, we had to toss it out.” Everyone burst out laughing again, me included. “Evan,” my sister said, “I’m sure next time you make this recipe, it will turn out great. Experience is the best teacher, you know. And I promise that, one of these days, you’ll laugh harder than anyone when you share this story over someone else’s cooking disaster.” I grinned sheepishly, pushed my plate forward, and stood up. “For now, though, I’m going to go order us a pizza!”

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Now answer Numbers 1 through 7 on your Answer Sheet. Base your answers on the passages “A New Fan” and “Bon Appetit.”

1 Read this sentence from the passage “A New Fan.” “I sure wish my grandma would, like, go to the veranda, or something,” Susie muttered under her breath to Anna, whom she’d known since kindergarten. What does the sentence above best reveal about Susie’s character? A. She is angry at Nai Nai. B. She is embarrassed of Nai Nai. C. She enjoys Nai Nai’s company. D. She and Nai Nai are not getting along.

2 Read this excerpt from the passage “A New Fan.” “Herbal tea,” said Nai Nai. “It has hibiscus blossom and honey. It’s good for treating a headache,” she explained, sitting next to Greta. The excerpt above reveals that Nai Nai most likely F. grows hibiscus in her backyard. G. enjoys drinking many kinds of tea. H. does not believe in traditional medicine. I. has experience treating headaches with tea.

3 Read this sentence from the passage “A New Fan.” It was funny how here, in the darkness, she could see Nai Nai more clearly than ever before. The author ends the passage with the sentence above in order to show that the conflict within Susie A. will continue until her mother returns home. B. is resolved as she comes to appreciate Nai Nai. C. will continue until Nai Nai leaves her and her friends alone. D. is resolved as her friends help distract her from her thoughts.

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4 Read this sentence from the passage “Bon Appétit.” So far, cooking a meal for my family had been one massive juggling act, and I felt like I was dropping balls right and left. Why does the author compare Evan’s cooking experience to a juggling act? F. to show that Evan wishes he had chosen a different recipe G. to show that Evan keeps dropping things on the floor as he cooks H. to show that Evan finds it hard to handle all the cooking tasks at once I. to show that Evan isn’t having as much fun cooking as he thought he would

5 Read this excerpt from the passage “Bon Appétit.” “Evan,” my sister said, “I’m sure next time you make this recipe, it will turn out great. Experience is the best teacher, you know.” What is meant by the saying Experience is the best teacher in the sentence above? A. Some experiences should best be forgotten. B. It is good to try and pursue new experiences. C. Sometimes lack of experience can get you into trouble. D. Some things are best learned from practical experience.

6 Which of the following best tells how the points of view of the passage “A New Fan” and “Bon Appétit” are similar? F. Both passages have several different narrators. G. The narrators of both passages are grandparents. H. Both passages are told by unconcerned observers. I. The main character in each passage is also the narrator.

7 In both passages, “A New Fan” and “Bon Appétit,” the main characters learn that A. first impressions are not always right. B. they should learn to trust other people. C. things don’t always go according to plan. D. it is important to be able to laugh at oneself.

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Read the article “Steven Bishop: Cave Explorer” before answering Numbers 8 through 13. Stephen Bishop: Cave Explorer by Judith Boogaart

Stephen’s lantern cast shaky shadows Facing the Challenge on the walls of Mammoth Cave, Kentucky. Stephen knew little about caves, but he Hurrying after his guide, he stumbled was expected to obey his master. Every day, along the rocky path. He couldn’t lose sight he followed his guide, Mr. Miller, over the of Mr. Miller. He might not find his way cave routes. Stephen found he could easily back out. remember the twisting passages and the formations that served as markers. Soon he Stephen was a slave owned by Franklin knew the eight miles of cave routes as well Gorin. Gorin had bought Mammoth Cave to as Mr. Miller. develop it for tourists. Like many people in the 1830s, he didn’t worry about preserving But guiding meant more than knowing the natural wonder. He wanted to make the trails. Stephen had to explain what money from it. Since a slave wouldn’t need visitors were seeing. He listened closely to to be paid, Gorin decided to have 17-year- learn facts and stories about the caves. old Stephen trained as a guide.

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Soon Stephen began giving tours partway up the passage wall. There he found himself. He pointed out log pipes and a large dome no one had known about. wooden vats in the passages. These had Gorin was thrilled. It was named Gorin’s been used in the mining of saltpeter to make Dome, and newspapers printed stories of the gunpowder for the War of 1812. discovery.

He took visitors deep underground to Beyond Bottomless Pit Chief City. Here, early tribes had left behind slippers, gourds, and cane sticks. Stephen lit Stephen kept exploring, but one space fires to show off the room’s huge size. always stopped him: Bottomless Pit. On tours, he lit scraps of paper and tossed them In Registration Hall, miners, guides, in. Visitors, watching them drift down, and visitors had used smoke from lamps or could never see the bottom. The pit gaped candles to write their names on the smooth as wide as a country lane. No one had ever ceiling. Legend says Stephen learned to read dared to cross it. But Stephen wanted to and write by studying them. Soon he added know what was on the other side. his name to theirs. On October 20, 1838, Stephen and a visitor decided to risk it. Using a ladder of Exploring Mammoth Cave cedar poles, they crossed over Bottomless Stephen loved the cave. While giving Pit. Imagine inching over a yawning black tours, he spotted many leads off the main hole on a crude ladder. “I’m not sure I would passages. He itched to explore them, and have tried it,” admits Chuck DeCroix, an Gorin let him. More passages meant more experienced caver who guides visitors today. cave tours—and more money for Gorin. “They had poor lighting and no knowledge Stephen spent hours underground. He of what was below them. It would take guts climbed up domes and down pits. In the dim to cross.” light of his tin lamp, he squeezed through Stephen’s courage paid off. He and the narrow tunnels and crawl spaces. He visitor found two miles of new passages that memorized landmarks such as special rocks day. What beautiful stalactites, stalagmites, or sand beds to guide himself back out. and gypsum rosettes they saw! Again Gorin One day, Stephen followed a twisting was thrilled. He had a sturdy bridge built passage not on the tours. He climbed up a across the pit. Guides and visitors explored slick wall, over slopes, and down a 30-foot six more miles of passages that year. drop. He crawled through an opening

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Stephen discovered underground rivers Stephen drew a new map of Mammoth in Mammoth Cave. He saw eyeless fish Cave. Slaves didn’t usually get credit for swimming in them. No one had heard of their accomplishments, but the map was such creatures. Scientists came from all over published in 1845 under Stephen’s name. the world to study them. For 150 years, other people have continued to explore the cave. Today, 365 miles have been surveyed in the Mammoth Cave system. It is the longest cave in the world. Stephen Bishop found more miles of passage than any other guide of his time. His curiosity, determination, and courage helped him discover Mammoth’s secrets.

Stephen became famous for his dramatic tours. He gave boat trips on the rivers. He showed off a beautiful place called Snowball Room. Its ceiling was covered with white gypsum rosettes. He used lantern light and torches to make formations sparkle and glow. He sang songs to demonstrate the cave’s great sound. He told interesting stories. One visitor called him the “prince of guides.”

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Now answer Numbers 8 through 13 on your Answer Sheet. Base your answers on the article “Steven Bishop: Cave Explorer.”

8 The photographs in the article help readers understand F. how the cave’s owner, Gorin, made money from Mammoth Cave. G. some of the early methods Bishop used to explore Mammoth Cave. H. some of the things Bishop discovered as he explored Mammoth Cave. I. how Mammoth Cave would have looked when Bishop first explored it.

9 Which of these details from the article states an opinion about Bishop? A. He made money for the cave’s owner. B. He found many miles of cave passages. C. He was considered the prince of guides. D. He discovered eyeless fish in the cave’s rivers.

10 Read this dictionary entry.

lead (leed) noun 1. the first or foremost place 2. a leash 3. a piece of information that helps guide; a tip or clue 4. a guide or indication of a road or course

Read this sentence from the article. While giving tours, he spotted many leads off the main passages. Which meaning best fits the way the word leads is used in the sentence above? F. meaning 1 G. meaning 2 H. meaning 3 I. meaning 4

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11 Read this sentence from the article. Imagine inching over a yawning black hole on a crude ladder. How would the effect of this sentence be different if the author had used the word going instead of inching? A. It would make the act seem less fun. B. It would make the act seem more difficult. C. It would make the act seem less terrifying. D. It would make the act seem more dangerous.

12 Stephen Bishop made his map of Mammoth Cave F. after he received his freedom. G. before he learned to read and write. H. before he crossed the Bottomless Pit. I. after he discovered the underground rivers.

13 All of the following are main ideas of the article EXCEPT A. Bishop put lots of time and effort into learning cave routes. B. Bishop made many important discoveries inside Mammoth Cave. C. Bishop courageously explored many new passages inside Mammoth Cave. D. Bishop was only 17 when Franklin Gorin decided to have him trained as a guide.

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Read the article “The Ellis Island Experience” before answering Numbers 14 through 18. The Ellis Island Experience Ellis Island lies in New York Harbor, with a view of the Statue of Liberty and New York City’s impressive skyline. Between 1892 and 1954, over twelve million immigrants entered the United States through Ellis Island. Before they arrived in New York Harbor, immigrants had already made tough decisions. Some decided to leave behind family and friends, perhaps never to see them again, while others sold everything they couldn’t carry to pay for their tickets. Most made the long sea trip beneath the deck in cramped conditions. Immigrants often traveled with the cargo and were included on the ship’s cargo list, along with barrels of food and bolts of wool. Immigrants put up with all of this in order to seek out fresh opportunities in a new world. When they arrived at Ellis Island, all immigrants had one question: Could they begin new lives in the United States, or would they have to get back on a ship and return home? Happiness, hope, and sometimes heartbreak filled the station’s rooms as each immigrant waited for the answer to this question. Most made it through the tests; about two percent had to return home.

In the Harbor Before any ship could dock in New York City, inspectors came on board and checked passengers for any contagious1 illness. Passengers who were ill had to be treatted before being allowed to go ashore. Once cleared, first and second class passengers got on a ferry to the city, and then the other passengers from the ship came up on deck, dragging suitcases and trunks heavy with everything they owned. Each person and piece of baggage was tagged with a piece of paper giving the name of the ship and their number on the cargo list. Then the newcomers took a ferry to the Ellis Island station.

In the Baggage Room At Ellis Island, immigrants were instructed to place their baggage in a pile to spare them from having to drag it through the station during the arrival process. However, some immigrants refused. They feared their baggage—everything they had brought to the new country—would be lost or stolen.

1 contagious: spreads from person to person

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With or without their suitcases, immigrants formed a line and walked up the broad stairs to the Registry Room. As they walked, doctors and inspectors checked them again for illness or other medical problems. Doctors looked at each person’s scalp, face, neck, hands, and way of walking. Doctors asked people to remove their hats and unbutton their high collars. This way, doctors could check for problems more easily. Some immigrants found the exam embarrassing. Whenever doctors saw a problem, they took chalk and wrote a code on the person’s clothing. Other doctors checked each person for signs of contagious illness. Some illnesses were so feared that anyone who had them was sent back to the ship immediately. But most illnesses could be treated. The sick were taken to dorms where they stayed until they were well again. Men stayed in one dorm, women in another. It was possible for an entire family to be turned away when one member was ill, especially if the person was a child. Immigrants also took an intelligence test as they slowly moved up the stairs. This was not easy for some. The questions were in English, and not all immigrants spoke the language well. If they were over fourteen years of age, immigrants were asked to read a short text in their home language. By the time they reached the top of the stairs, immigrants had passed the first tests.

In the Registry Room Now immigrants faced legal tests to their entry into the United States. Translators helped them understand the questions. Inspectors asked, “Do you have a job waiting for you?” If the answer was “No,” the immigrant might be turned away. Immigrants often had letters from family already in the United States. They might have rail tickets to their new homes. These papers helped greatly. Most people passed the legal test in just a few minutes. They gladly gathered their belongings and took the ferry to New York City. But some immigrants did not pass the legal test. They had to face more questions. Any woman traveling on her own had to have a family member or sponsor waiting for her. Otherwise, she was sent home. Sadly, now and then, a wife came with her children, only to find her husband could not come to claim her. When this happened, she had to take her children back to her home country. The Ellis Island experience was scary for some immigrants. Coming to a new nation was risky. Still, most made it through the station in a day. During the 1920s, immigrants were required to pass all the tests before leaving their home port. This saved travelers from getting to America only to have to turn around and make a long and expensive trip back home. Ellis Island closed in 1954. It is now a museum and a monument to the immigrants who chose to become Americans.

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Now answer Numbers 14 through 18 on your Answer Sheet. Base your answers on the article “The Ellis Island Experience.”

14 The author’s description of the conditions in which most immigrants traveled best helps readers understand F. why passengers were checked so carefully for contagious illnesses. G. what immigrants were willing to tolerate in order to come to the United States. H. why immigrants wanted to leave their homelands behind to come to the United States. I. why many immigrants had to go through Ellis Island in order to enter the United States.

15 Read this sentence from the article. Passengers who were ill had to be treated before being allowed to go on shore. Complete this analogy, based on how the word ill is used in the sentence above: filthy is to clean as ill is to A. happy. B. healthy. C. rough. D. unwell.

16 Which statement from the article presents the author’s opinion on the processing of immigrants? F. “The Ellis Island experience was scary for some immigrants.” G. “Other doctors checked each person for signs of contagious illness.” H. “Most made it through the tests; about two percent had to return home.” I. “Between 1892 and 1924, about twelve million immigrants entered the United States through Ellis Island.”

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17 In order to pass the legal test, a woman traveling alone had to A. already have a job waiting for her. B. possess a rail ticket to her new home. C. prove that she could speak English fluently. D. have a family member or sponsor waiting for her.

18 Which summary most accurately describes the use of Ellis Island? F. It served as a processing station for immigrants for more than six decades and is now a museum. G. It served as a processing station for immigrants for ten years and is now part of the New York skyline. H. It served as a processing station for immigrants for many years and continues to welcome immigrants today. I. It served as a processing station for immigrants for many years and is now the gateway to the Statue of Liberty.

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Read the poem “Ode to an Otter” before answering Numbers 19 through 23. Ode to an Otter

I ought to be an otter, ‘cause when all is said and done I could play along the riverbank, or stretch out in the sun. I’d swim beneath the water, or backstroke up on top. I’d dive in like a graceful swan, or do a belly flop. My days would be so peaceful as a furry, swimming mammal As opposed to bearing burdens like a one-humped desert camel. I wouldn’t want to herd sheep like a working collie dog Or end up an amphibian—a turtle, toad, or frog. But oh, to be an otter! It would be a stroke of luck Just to spend all day a-swimmin’, or a-rollin’ in the muck. But oh, as fate would have it, I’m required to spend my time Doing schoolwork. What a pity. It seems like such a crime. The month of May has ended, and all across the nation The schools have shut their doors, and all of the kids are on vacation. Yet here it’s still the school year, and it can’t end too soon, But the days are standing still, stretching till the end of June. Ah, the otter, who, when sunshine makes the heat rise at the shore, Stays within its coolsome burrow, eating clams and snails and more. It swims along the river, catching crayfish, frogs, and trout. I’d be an awesome otter—of that I have no doubt.

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Right now I watch the summer tapping at each window pane And count the days till school is out, and I can swim again. I’ll walk in glorious mud that squeezes coolness through my toes And skip along the river, free from tests and schoolwork woes. Till then, I’ll be an otter, but only in my head, And start the summer early there, along the riverbed. ‘Cause if I was an otter and could romp and roll and roam, I wouldn’t have to think of what to write for my class poem.

Now answer Numbers 19 through 23 on your Answer Sheet. Base your answers on the poem “Ode to an Otter.”

19 Read these lines from the poem. My days would be so peaceful as a furry, swimming mammal / As opposed to bearing burdens like a one-humped desert camel. What does the word burdens mean in the sentence above? A. doubts B. feelings C. objects D. rivers

20 Read these lines from the poem. Yet here it’s still the school year, and it can’t end too soon, / But the days are standing still, stretching till the end of June. What does the author mean by the phrase the days are standing still? F. The days seem to pass by slowly. G. The days are full of difficult work. H. The speaker’s school day is longer than at most schools. I. There are more school days left than the speaker thought.

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21 Read these lines from the poem. I’ll walk in glorious mud that squeezes coolness through my toes / And skip along the river, free from tests and schoolwork woes. How would the effect of these lines be different if the author had used the word walk instead of skip? A. The speaker would seem less carefree. B. The speaker would seem more friendly. C. The speaker would seem to miss school. D. The speaker would seem to move slower.

22 What effect does the author’s use of language such as ‘cause, a-swimmin’, and awesome create in the poem? F. It makes the speaker sound casual. G. It makes the speaker sound persuasive. H. It makes the speaker seem caring toward all animals. I. It makes the speaker seem knowledgeable about otters.

23 The end of the poem is ironic because the speaker A. decides to write a poem about an otter. B. turns into an otter and swims away from school. C. changes her mind and doesn’t want to be an otter. D. has finished the poem that seemed too hard to write.

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Read the passage “Five Boiled Eggs” before answering Numbers 24 through 29.

An Old Turkish Tale Retold by Laura S. Sassi illustrated by Allan Eitzen Long ago, a poor country boy left home to seek his fortune. Day and night he traveled, stopping to eat at inns along the way. Though he ate sparingly, his money quickly dwindled until, one day, no silver akches remained. Still, the boy kept walking. Soon, however, his empty belly began to ache. Staggering up to the next inn he saw, he approached the innkeeper. “Please feed me!” he said. “I don’t have any money now, but I promise to pay you as soon as I can.” “I’ll see what I can spare,” the innkeeper grumbled. He took five boiled eggs out of a large bowl and put them on a plate with some stale bread. “Here,” he said, plopping the platter in front of the boy. The famished lad gratefully gobbled every morsel. Then, repeating his promise to pay back the innkeeper, he journeyed on. Revived by his five-egg breakfast, the boy soon reached a bustling seaport. Intent on finding his fortune, he set sail on the first ship that was leaving the harbor. Years passed, and the lad prospered. As a sea merchant, he sailed far, stopping in many exotic ports. However, he never forgot his humble beginnings or the money he owed the innkeeper. When he finally returned home, he stopped by the old roadside inn.

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“Kind sir,” he respectfully inquired, “how much for the five boiled eggs that you served me so long ago?” In truth, the innkeeper did not remember him, for this fine-looking fellow looked nothing like the scrawny lad who had begged for food some ten years before. Still, eager to make a profit, he readily added up the charges. “That’ll be ten thousand akches,” he declared. “For five eggs?” The rich stranger gasped. He had thought that he would have to pay no more than ten or twenty akches. “Ah, but you must consider their lost worth,” the greedy innkeeper replied. “Had you not eaten those eggs, they would have hatched into hens. Those hens, in turn, would have laid eggs that would have hatched into hens. . . .” On and on he ranted until at last he reached his grand total. When the stunned merchant refused to pay, the innkeeper declared that he would take him to court. A trial was set for the following week. Alas, rumor had it that the judge was a close friend of the innkeeper. “I’m ruined!” the merchant muttered as he sat in the village square. “What will I do?” At that moment, he was approached by a sturdy little man wearing a white turban and riding a donkey. “Nasreddin Hodja, at your service,” the man said with a friendly nod. “What seems to be the problem?” After hearing the merchant’s story, Hodja announced, “This is your lucky day! It would be my honor to defend you. I have great experience in these matters.” “Thank you,” the merchant said, amazed at his good fortune. But when the court date finally arrived, Nasreddin Hodja was nowhere in sight. “Woe is me,” mumbled the merchant. “I’ll soon be rich!” cried the innkeeper. “Where is Hodja?” demanded the judge, growing angrier by the minute. He was about to render judgment in the innkeeper’s favor when Hodja boldly barged in.

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“Pardon me,” he said, panting, as he hastily took the witness stand. “I would have been here sooner, but this morning I had the cleverest plan. Instead of eating my boiled corn for breakfast, I planted it. Think of the rich harvest I’ll reap!” “That’s absurd,” the innkeeper scoffed. “You can’t grow corn from cooked kernels!” “Indeed?” Hodja said with mock wonder. “Then, sir, how is it that you would have been able to hatch chickens from boiled eggs?” At that, the whole room reeled with laughter. “Order in the court!” shouted the judge, pounding his gavel and scowling at the innkeeper. The judge then ruled that the merchant would not have to pay even one akche for the eggs. Instead, the innkeeper would have to pay a fine for wasting the court’s time with such foolishness.

Now answer Numbers 24 through 29 on your Answer Sheet. Base your answers on the passage “Five Boiled Eggs.”

24 Read this sentence from the passage. Though he ate sparingly, his money quickly dwindled until, one day, no silver akches remained. What does the word dwindled mean in the sentence above? F. was spent wisely G. lost worth over time H. became gradually less I. was placed into savings

Name Date Reading and Analyzing Text

25 Read this excerpt from the passage. Years passed, and the lad prospered. As a sea merchant, he sailed far, stopping in many exotic ports. However, he never forgot his humble beginnings or the money he owed the innkeeper. The excerpt above reveals that, unlike the innkeeper, the merchant is A. honest. B. arrogant. C. content with his life. D. ashamed of his background.

26 The people in the courtroom burst into laughter when they suddenly realize how F. smart the merchant is. G. ridiculous Hodja can be. H. silly the innkeeper’s claim is. I. inexpensive boiled eggs really are.

27 In this passage, Nasreddin Hodja is shown to have both cleverness and A. great fame. B. great wealth. C. a sense of humor. D. a lack of common sense.

28 Because he took the merchant to court, the innkeeper must F. pay a fine. G. pay for the eggs. H. buy dinner for Hodja. I. apologize to the merchant.

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29 Which of the following best describes a theme of this passage? A. Humor can often get you out of a sticky situation. B. Trying to pay someone back usually turns out bad. C. Sometimes it is better to be lucky than to be clever. D. It is unwise to take advantage of another person’s kindness.

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Read the article “The Newest Board Sport” before answering Numbers 30 through 35. The Newest Board Sport People spot them in airports or checking One Cool Coach into a hotel—an excited group of city Maurice Ashley, at the age of teenagers, known as the Raging Rooks. 33, became the world’s first African Sometimes, they carry a large, shiny trophy. American to earn the title of International People stare. A few ask, “What sport do you Grandmaster. Grandmaster . . . sounds like play?” or “Are you a singing group?” The a DJ or a karate instructor. Actually, it’s the answer is almost always a surprise. highest level of achievement in chess. These Harlem middle school boys are Born in Jamaica, Maurice Ashley grew a chess team. Yes, ladies and gentlemen, up in Brooklyn, New York. He got serious chess. And they are champions. The Raging about chess when he was 14. As he was first Rooks come from the Adam Clayton Powell beginning to play, a friend beat him in a Jr. Junior High School 43. Once, they tied game . . . badly. Maurice Ashley’s response for first place in the National Junior High was to hit the library, where he began to Chess Championship, and along the way, study chess books. He decided to play in they topped sixty other teams. local tournaments. He also improved his skills by playing members of the Black The Rooks are named for a chess piece Bear School of Chess. This local group of called a rook, or castle. These young people African American masters helped feed his are changing the common image of chess hunger for the game. The Black Bears held players: shy, dull, and, well, sort of . . . not Friday night “chess rumbles.” Here, he says, cool. This hip team of teens challenges what members attacked the game like fighters. people often think about chess: that kids will be bored by a board game. Maurice Ashley is known for his modern playing style, which is aggressive How did these ordinary kids get the and determined. He has also been a guest chance to become such winners? They announcer for famous chess meets. At the learned in school. Since 1986, New York mike, he spices things up. He has also made City’s “Chess-in-the Schools” program the video “Maurice Ashley Teaches Chess,” has involved thousands of students. This in which he uses sports comparisons to program brings great chess players into the make the game more exciting. public schools. It brought the Raging Rooks their coach, Maurice Ashley. Are Chess Players Athletes? Maurice Ashley has worked to show that chess is a true sport—and a fun, cool one. He knows that people laugh when chess is compared to athletics. Let’s face it, a chess move is nothing like shooting a three-pointer or leaping up a wall to catch a sure home run. However, what chess and all sports are about, he says, is not just what

Name Date Reading and Analyzing Text fans see, but also the energy that goes into to remain focused. Their brains must be the game. sharp and ready. “If I am not fit,” Maurice Ashley explains in an interview for a Top players like Maurice Ashley train Jamaican sports newsletter, “come round hard in order to have the staying power for seven or eight . . . my tongue is hanging on tournament play. One game can last as long the floor.” as six hours; during this time, players need

The Benefits of Playing Chess

• Chess improves memory and concentration. • Chess encourages independent thinking as players make on-the-spot decisions.

• Chess develops players’ ability to make predictions and to see ahead to what might happen next.

• Chess improves thinking in science and mathematics. • Chess develops creativity and helps players use their imaginations. • Chess helps players’ control their nerves and helps them learn patience.

• Chess gives players the chance to play, meet people, and have fun!

Name Date Reading and Analyzing Text

Now answer Numbers 30 through 35 on your Answer Sheet. Base your answers on the article “The Newest Board Sport.”

30 Why would the Jamaican sports newsletter in which Maurice Ashley is quoted be considered a primary source? F. It was published relatively recently. G. It includes a direct interview with Ashley. H. It was produced after Maurice Ashley became a chess champion. I. It reviews important chess tournaments in which Ashley took part.

31 Read this excerpt from the article. These Harlem middle school boys are a chess team. Yes, ladies and gentlemen, chess. The author’s word choice in the excerpt helps create a tone that is A. conversational. B. dreamy. C. proud. D. serious.

32 Which detail from the article is an opinion about the Raging Rooks? F. The team’s members are hip and exciting. G. The team has beaten at least 60 other teams. H. The team’s members learned chess at school. I. The team comes from a junior high school in Harlem.

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33 Read this excerpt from the article. As he was first beginning to play, a friend beat him in a game . . . badly. Maurice Ashley’s response was to hit the library, where he began to study chess books. What does the excerpt above reveal about Maurice Ashley? A. He is loyal. B. He is dedicated. C. He plays chess for fun. D. He didn’t like chess at first.

34 Based on the way the author describes the game of chess, the Raging Rooks, and their coach, Maurice Ashley, readers can conclude that the author F. is a serious and passionate chess player. G. has little to no experience playing chess. H. believes that chess is like any other sport. I. respects the game of chess and its players.

35 Read this sentence from the article. One game can last as long as six hours; during this time, players need to remain focused. Complete this analogy, based on how the word focused is used in the sentence above: careful is to thorough as focused is to A. alert B. sensible C. sly D. talented

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Benchmark Test, Reading and Analyzing Text 178 Grade 5, Unit 5 © Houghton Mifflin Harcourt Publishing Company. All rights reserved. Grade 5, Unit 5 Benchmark test Name Date Revising and Editing Revising and Editing

Read the introduction and the passage “A Strange Event” before answering Numbers 1 through 7.

Andrew has written a passage about a strange event that happened. Read his passage and think about the changes he should make.

A Strange Event

(1) One early summer day in 1908, an unusual event took place near Vanavara,

Russia. (2) However, the day began in its usual way with people going to work and

to the market. (3) A man named Yakov boarded the train for the short trip to his

workplace near Lake Baikal. (4) My mother’s workplace is near a lake, too. (5) As

he looked out the window, he suddenly saw a white fireball move very, really fast

across the sky. (6) He stared at it in amazement. (7) Then, the object exploded. (8) It

caused a flash so bright that Yakov had to cover his eyes. (9) The explosion sounded

like thunder.

(10) The train shook from the force of the blast. (11) Passengers screamed.

(12) They was crying and wringing their hands. (13) “Whoa what happened?” some

asked in confusion. (14) “Look,” shouted Yakov, “a huge black cloud is rising into

the sky!”

(15) At home a couple of days later, Yakov sat with his family, reading

allowed from the newspaper. (16) “Homes as far as 650 kilometers away to

the blast had their windows broken,” Yakov read. (17) “The air is hazy all the

way from Russia to London, England.” (18) Yakov’s children listened as he

continued to read. (19) “In one area 50 kilometers across, about 60 million

trees have been flattened.” (20) Yakov shook his head in wonder. (21) They

were lucky to be alive!

(22) For years, scientists were not sure what had caused the strange event.

(23) Today, they believe it was a comet or a meteor exploding with the air.

(24) Whatever it was, Yakov and his fellow passengers never forgetted what

they saw that day.

Now answer Numbers 1 through 7 on your Answer Sheet. Base your answers on the changes Andrew should make.

1 What change should be made in sentence 5? A. change looked to looks B. delete the comma after window C. change suddenly to sudden D. change move very, really fast to zoom

2 What change, if any, should be made in sentence 12? F. change They to They’re G. change was to were H. change wringing to ringing I. change their to there

3 What change should be made in sentence 13? A. delete the quotation marks before Whoa B. insert a comma after Whoa C. change asked to asks D. change the period to an exclamation point

4 What change should be made in sentence 15? F. change couple to couples G. delete the comma after later H. change sat to set I. change allowed to aloud

5 What change should be made in sentence 16? A. change to to from B. change have to has C. delete the comma after broken D. change read to reads

6 What change should be made in sentence 24? F. change was to were G. change passengers to passengors H. change forgetted to forgot I. change saw to seen

7 Which sentence does NOT belong in this passage? A. sentence 4 B. sentence 8 C. sentence 19 D. sentence 22

Read the introduction and the passage “Tamisha’s Idea” before answering Numbers 8 through 13.

Carla wrote this passage about a girl who visits the beach. Read her passage and think about the changes she should make. Tamisha’s Idea

(1) Tamisha was spending part of her vacation with her grandmother, who

lived in a house on the coast. (2) Her house had a comfortable porch that faced

the Atlantic Ocean. (3) You could step out the back door and be swimming in

the ocean within a minute.

(4) Tamisha loved spending time with her grandmother. (5) She also

enjoyed being next to the ocean. (6) However, this vacation wasn’t going to be

nonstop fun. (7) Before Tamisha returned home, she had to write and illustrate

a children’s book for art class. (8) Tamisha’s art teacher was Ms. Hillerman.

(9) Tamisha had brainstormed a list of ideas she still could not think of a topic

for her book.

(10) As she was sitting on the porch with her grandmother one afternoon,

Tamisha noticed the air was getting more humider. (11) She and her

grandmother watched as the clouds over the ocean became thicker and darker.

(12) They could tell it would begin to rain soon. (13) They went inside the

house to observe the storm.

(14) After the rain had stopped, Tamisha went outside to splash in the

puddles. (15) She knew it would not be long before the warm sun caused them

to dry up. (16) Later, she went for a walk on the beach with her grandmother.

(17) The seashells and driftwood that had been washed ashore by the storm

would make nice decorasions. (18) Tamisha picked up some and careful put

them into a bucket she was carrying.

(19) As she collected a particularly beautiful shell, Tamisha had a very,

really good idea. (20) Her children’s book would be about the life and beauty

of the seashore. (21) She would call her book The Beautiful Beach.

Now answer Numbers 8 through 13 on your Answer Sheet. Base your answers on the changes Carla should make.

8 What is the best way to revise sentence 9? F. Tamisha had brainstormed a list of ideas, but she still could not think of a topic for her book. G. Tamisha had brainstormed a list of ideas so she still could not think of a topic for her book. H. Tamisha had brainstormed a list of ideas, or she still could not think of a topic for her book. I. Tamisha had brainstormed a list of ideas however she still could not think of a topic for her book.

9 What change should be made in sentence 10? A. change was to had B. change with to to C. change noticed to notices D. change more humider to more humid

10 What change should be made in sentence 17? F. change and to a comma G. change washed to wash H. insert a comma after ashore I. change decorasions to decorations

11 What change should be made in sentence 18? A. change up to on B. change careful to carefully C. change put to putted D. change carrying to carried

12 What change should be made in sentence 19? F. change beautiful to beautifully G. insert a period after shell H. change had to has I. change very, really good to wonderful

13 Which sentence does NOT belong in this passage? A. sentence 6 B. sentence 8 C. sentence 11 D. sentence 16

Read the introduction and the passage “Hearing Helper” before answering Numbers 14 through 19.

Jason has written a passage about a special dog. Read his passage and think about the changes he should make. Hearing Helper

(1) Mini was an adorable terrier mix who has been living in the local

animal shelter for a couple of years. (2) One day, Mr. Johnson came at

the shelter to meet Mini and see if she would make a good hearing dog.

(3) Mr. Johnson worked at a special center that trains service dogs.

(4) After meeting Mini and performing a few tests, Mr. Johnson knew she

was the perfectly candidate to help a person who is hearing impaired. (5) He

smiled and said, “I’d like to take her to our school so we can train her to be a

service dog.”

(6) Mini left the shelter with Mr. Johnson, and she started school right

away. (7) She was an eager learner. (8) Mini could soon let her trainer know

when she heard noises, such as a smoke alarm, an alarm clock, a telephone

ringing, a doorbell, or a knock at the door. (9) Mini finally completed her

training and she was ready to work with a person who had difficulty hearing

or could not hear at all.

(10) Mini was scheduled to live with 12-year-old Lesa Anderson. (11) As

soon Lesa saw Mini, Lesa knew they would be great friends. (12) Lesa and her

parents spent a week at the school learning how to work with Mini. (13) Lesa

was very excited about taking her new helper home.

(14) When the family arrived back at their home, Lesa showed Mini

where her bedroom was. (15) She gave the dog a comfortable bed right next

to hers. (16) She gave Mini some toys to play with, too. (17) When Lesa went

to bed that night, she set her alarm clock. (18) When the alarm rang the next

morning, Mini woke up Lisa. (19) Mini woke up Lesa to begin their day

together.

Now answer Numbers 14 through 19 on your Answer Sheet. Base your answers on the changes Jason should make.

14 What change should be made in sentence 1? F. change who to which G. change has to had H. change local to locale I. change years to year’s

15 What change should be made in sentence 2? A. delete the comma after day B. change came to comed C. change at to to D. change make to making

16 What change should be made in sentence 4? F. insert a comma after Mini G. change performing to perferming H. change knew to knowed I. change perfectly to perfect

17 What change should be made in sentence 9? A. change finally to final B. change her to hers C. insert a comma after training D. change could not to could’nt

18 Which sentence could best follow sentence 11? F. Lesa and her family used to have a cat and a goldfish. G. Lesa fell in love with Mini’s fuzzy face and playful personality. H. Mini also learned how to lead her trainer to the sounds she heard. I. The trainer spent several months teaching Mini how to be a hearing dog.

19 What is the best way to revise sentences 18 and 19? A. When the alarm rang the next morning, Mini woke up Lesa to begin their day together. B. When the alarm rang, the next morning, Mini woke up, Lesa to begin their day together. C. When the alarm rang the next morning, but Mini woke up Lesa to begin their day together. D. When the alarm rang the next morning, Mini and Lesa they begin their day together and woke up.

Read the introduction and the passage “A Dolphin” before answering Numbers 20 through 25.

Maria wrote this passage about a boy who sees a dolphin for the first time. Read her passage and think about the changes she should make. A Dolphin

(1) “Dolphins are very super cool creatures,” Tom told his little sister,

Christina. (2) “I’d love to see one.”

(3) The children stood next to their parents on the beach. (4) They looked

out at the Atlantic Ocean, which seemed to stretch on forever. (5) The sun felt

warm on their faces.

(6) Gentle waves splashed on the beach, making the sand feel squishy

under their toes. (7) First, Christina giggled and bent down to touch the sand

with her fingers. (8) After, Dad held her and helped her swim in the shallow

water. (9) Meanwhile, Tom pretended to be a dolphin, he popped up and down

in the water. (10) He swam in circles around his parents.

(11) Tom stopped swimming for a few moments. (12) “Did you know

that dolphins are mammals?” Tom asked. (13) “They can swim underwater.”

(14) “They have to come up for air just like me.” (15) Tom knew a lot about

dolphins because he had a book about them at home.

(16) Just then anything in the ocean caught Tom’s eye. (17) He could see

a small fishing boat. (18) He could see a shape moving quickly in front of it.

(19) Then it hit him. (20) He was seeing a bottlenose dolphin for the first time

in his life!

(21) He pointed the dolphin out to his family, and they all watched it swim

around the boat and they wished it would jump. (22) They were fascinated by

how playful the dolphin seemed. (23) Before long, the dolphin jumped high

into the air and then disappeared back into the ocean. (24) Tom could not wait

to tell his friends about what he had seen.

Now answer Numbers 20 through 25 on your Answer Sheet. Base your answers on the changes Maria should make.

20 What changes should be made in sentence 1? F. change Dolphins to Dolphin’s G. change very super cool to amazing H. change creatures to creaters I. delete the quotation marks

21 What change should be made in sentence 8? A. change After to Then B. change Dad to dad C. change in to with D. change shallow to not too deeply

22 What change should be made in sentence 9? F. change Meanwhile to So G. change pretended to pretending H. insert and after dolphin, I. insert a comma after up

23 What is the best way to combine sentences 13 and 14? A. “They can swim underwater, come up for air, just like me.” B. “They can swim underwater, have to come up for air just like me.” C. “They can swim underwater, but they have to come up for air just like me.” D. “They can swim underwater so have to come up for air just like me they do.”

24 What change should be made in sentence 16? F. change anything to something G. insert a comma after ocean H. change caught to catched I. change Tom’s to Toms

25 What is the best way to revise sentences 17 and 18? A. He could see a small fishing boat and a shape moving quickly in front of it. B. He could see a small fishing boat in front of it a small shape moving quickly. C. He could see, a small fishing boat, and a shape, moving quickly in front of it. D. He could see a small fishing boat, and could see a shape moving quickly in front of it.

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Read the passage “Thelma B. Still: A Tall Tale” before responding to the prompt. Thelma B. Still A Tall Tale Thelma B. Still was the loudest woman on the East Coast. Her voice was so loud that you could hear it from as far away as California. When she woke up each day and said “Good morning,” the sky filled with thousands of birds trying to fly away from what they thought was a terrible thunderstorm. Everyone liked Thelma. They all knew she didn’t mean any harm, but they couldn’t talk to her without their ears hurting. Folks had to talk to her while standing about 500 feet away from her so their eardrums wouldn’t explode. Sometimes, though, Thelma’s loudness was helpful. Parents needed her help if their children didn’t come when called in for supper. All it took was one bellow from Thelma—a long, drawn-out “John!” or “Anne!” or “Matthew!” There would soon be an answering call of “Coming, Mom!” or “Coming, Dad!” Unfortunately, there were more than a few Johns, Annes, and Matthews in the county. It often got pretty confusing with all those kids showing up at their front doors looking for supper. Things might have gone on like this for some time if it hadn’t been for Pearl Macpherson’s troublesome cat. Her cat solved the biggest noise problem east of the Mississippi River. Here is how it happened. The cat’s name was Whiskers. It was not a very original name for a cat, but it was the only name to which he would answer. He had been missing for a week. Pearl called and called his name, but there was no answer and no cat. If he didn’t answer soon, she was going to get another cat. Finally, someone suggested having Thelma call for the cat since he was sure to hear her, wherever he was. So Pearl went to Thelma’s house to ask for her help. Thelma agreed. After Pearl was a safe distance away, Thelma stepped off her front porch and said “Whiskers!” three times. The two women heard something high up in the trees. It sounded like a scream in pain, but it was definitely a cat making the sound. Whiskers was stuck at the top of a tree and had most likely been chased up there by a wild animal. “Oh,” said Pearl, “I forgot to tell you that Whiskers is afraid of loud noises. You’ve probably scared him even more than he was before.”

Thelma, who loved animals, was upset by Pearl’s remark. She ran into the house to find something to wipe away her tears. The only thing she could find was a thick scarf that her mother had made for her. She came out holding the scarf to her face and muttering, “Oh, Whiskers, I didn’t mean to scare you!” It was amazing. Thelma wasn’t loud anymore. Why, you could hardly hear her with the scarf held up to her face. Whiskers came right down from that tree. Since then, whenever Thelma talks to someone, she holds the scarf to her face. That’s why we call that scarf a “muffler.” When Thelma has to call the kids or the cows or the cats to come home, she drops the muffler and just hollers. In fact, if you listen really hard around noon each day, you’ll hear her announcing lunchtime. She’s been announcing lunch at the wool factory ever since their noon whistle broke.

Now respond to the prompt. Base your response on the passage “Thelma B. Still: A Tall Tale.”

Movies are sometimes based on existing literature.

Think about whether or not this passage would make a good movie.

Now write a response that tells why you think this passage would or would not make a good movie.

Planning Page Use this space to make your notes before you begin writing. The writing on this page will NOT be scored.

Begin writing your response here. The writing on this page and the next page WILL be scored.

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